What

1
Whats an English Language Arts EGLCE, and Why
Should I Care?

• Michigan Department of Education
• OEAA Fall Conference 2005
• Sheila A. Potter
• BETA, Inc.
• spotter18_at_comcast.net

2
What are Extended GLCEs?

• Learning expectations or TARGETS. . .
• based on the Michigan Curriculum Framework ELA
  Content Standards and Benchmarks
• aligned to and extended from Grade Level Content
  Expectations (GLCE)
• designed to guide curriculum development and
  inform instruction
• used to drive grade level MI-Access assessments
  for the next several years

3
What are Extended GLCEs?

• Learning expectations or TARGETS. . .
• developed by an outstanding team of mostly
  special education teachers, consultants,
  administrators, and parents
• Divided into Strands of Reading, Writing,
  Speaking, Listening/Viewing
• Subdivided into Domains, e.g., in Reading, Word
  Study, Narrative Text, Informational Text,
  Comprehension, Metacognition, Critical Standards,
  and Reading Attitude

4
MI-AccessFunctional Independence Assessments

• measure Extended Grade Level Content Expectations
  (EGLCE) at Grades 3-8 and Extended benchmarks
  (EB) at Grade 11.
• The EGLCE and EB reflect similar content and
  skills as the GLCE and benchmarks, but they have
  been reduced in depth, breadth, and cognitive
  complexity.

5
Example Grade 5 GLCE and EGLCE

• R.NT.05.02 Analyze elements and style of
  narrative genres (e.g., historical fiction, tall
  tales, science fiction, fantasy, mystery).
• R.NT.05.EG02 Begin to identify and describe a
  variety of genre including
• - poetry
• - fantasy
• - legends
• - drama

6
Example Grade 5 GLCE and EGLCE

• R.NT.05.03 Analyze character traits and setting
  and how it defines characters/plot, the role of
  dialogue, how problems are resolved, and the
  climax of a plot.
• R.NT.05.EG03 Identify story elements, such as
• - characters actions and motivations
• - setting (time and place)
• - problem/solution
• - sequence of events
• - theme/lesson.

7
Example Grade 5 GLCE and EGLCE

• R.IT.05.01 Analyze elements and style of
  informational genres (e.g., advertising,
  experiments, editorials, atlases).
• R.IT.05.EG01 Identify and describe a variety of
  informational/functional genre including
• - simple how-to books
• - personal correspondence
• - science and social studies magazines

8
Example Grade 5 GLCE and EGLCE

• R.IT.05.02 Identify and describe informa- tional
  text patterns (e.g., theory and evidence,
  compare/contrast, position/support,
  problem/solution).
• R.IT.05.EG02 Identify informational text
  patterns
• - sequential
• - descriptive
• - enumerative.

9

• Not everything that counts can be counted
• not everything that can be counted counts.
• Albert Einstein

10
Mining the EGLCEs

• Begin by discussing the fundamental meaning and
  content of the domain.
• Examine each grade-level statement in light of
  the domain.
• Underline important key concepts.
• Think about the meaning of each termunderlying
  knowledge/skills, concrete examplesand why its
  important.

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Mining the EGLCEs

• Key concepts are specific learning targets.
• They
• reveal meaning of the EGLCEs.
• are the content of the curriculum.
• serve as basis for state assessment and classroom
  assessment mastery of concepts.
• guide teachers in what to teach.
• are the criteria upon which scoring guides are
  constructed.

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Key Concepts/Learning Targets

• R.NT.05.EG03 Identify story elements, such as
• - characters actions and motivations
• - setting (time and place)
• - problem/solution
• - sequence of events
• - theme/lesson.

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Hitting the Target Teaching the Elements of a
Story

• Characters Who are the main characters in the
  story? What do they do? Why do they do it?
• Setting When and where does the story take
  place?
• Problem What problem does the main character
  have? What does the main character want?
• Solution How is the problem solved? How does
  the main character learn to deal with the
  problem?
• Events What does the main character do to solve
  his/her problem or get what he/she wants?
• Theme/Lesson What did the main character learn?
  What did you learn from this story? Why do you
  think the author wrote this story?

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Key Concepts/Learning Targets

• R.IT.05.EG02 Identify informational text
  patterns
• - sequential
• - descriptive
• - enumerative.

15
Hitting the Target Teaching Informational Text
Patterns

• Sequential Main ideas and supporting details
  are written in a prescribed order, e.g.,
  chronological (steps in a process), geographical
  (N, S, E, W), etc.
• Descriptive Information is provided about a
  topic by presenting its attributes.
• Enumerative The main idea is proven through
  examples.

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Hitting the Target

• Knowledge of text structure (narrative and
  informational/functional) aids comprehension by
  helping us to focus on important elements of
  text.
• Mapping is a graphic representation of the story
  or informational text.
• Teachers use maps to make informed decisions
  about texts to use, questions to ask, and prior
  knowledge needed to comprehend.
• Students use maps to comprehend and remember
  content to build knowledge about process how
  text is constructed to retell and summarize and
  to plan for and write original text.

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Hitting the Target

• Students learn what teachers emphasize.
• Gerald Duffy

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MI-Access Functional IndependenceInstructional
Implications

• Proficient readers are metacognitive they think
  about their own thinking during reading.
• Effective teachers provide direct instruction and
  modeling in comprehension strategies, e.g.,
• activating prior knowledge before, during, and
  after reading
• determining important ideas and themes
• asking questions
• creating visual and other sensory images
• drawing inferences
• retelling or summarizing what is read and
• using fix-up strategies to repair comprehension.
• From Keene Zimmermann, Mosaic of Thought, 1997

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MI-Access Functional IndependenceInstructional
Implications

• Effective teachers also
• provide opportunities for students to read
  silently and listen for extended periods of time
  in class.
• allow students to read, listen to, and create
  texts in a variety of genre (short stories,
  poetry, plays, newspaper articles, web pages,
  graphs, etc.) in all content areas.
• provide daily opportunities for writing done in
  support of reading, e.g., response logs,
  journals, and writing in which students reflect
  on their growth as authors.
• encourage students to connect and compare ideas
  and information from more than one text.

20

• If we teach reading and writing well, the test
  scores will take care of themselves.
• Roger Farr
• A Czars Pronouncements on the
• Subject of Reading Assessment
• June, 2003